Workforce Planning in the Real World 2008 IPMA-HR International Training Conference and Exposition Las Vegas, Nevada Monday, October 20, 2008 Presenters Connie Champnoise Principal Management Consultant CPS Human Resource Services Mike Masternak Senior Consultant CPS Human Resource Services Cornerstones for Kids* CPS Human Resource Services Crime and Justice Institute Workforce Planning Partners Department of Youth Services - Commonwealth of Massachusetts 6 facilities, ranging from staff secure group homes to highly secure locked units 5 programs to service youth who live in the community 850 program staff located in 5 regions throughout the state *With funding from the Annie E. Casey Foundation s Human Services Workforce Initiative
Presentation Goals Learn about the workforce planning model Explain how it is working in Massachusetts Share resources available on the Cornerstones for Kids web portal: http://portal.cornerstones4kids.org Why Workforce Planning Comprehensive approach to workforce issues Collaboration across all units within the department Engagement of staff from all levels in the department Sustainable Ongoing business practice A way of doing business not a project ENLIGHTENED POLICIES ENLIGHTENED THE INNOVATIVE POLICIES WORKFORCE PROGRAMS INNOVATIVE PROGRAMS BETTER BETTER OUTCOMES OUTCOMES We often think that passing legislation or adopting a new program model will lead directly to improved outcomes. We forget that it takes workers to apply policies and deliver services.
ENLIGHTENED POLICIES INNOVATIVE PROGRAMS THE WORKFORCE BETTER OUTCOMES The way change really happens. Workforce Planning Model Step 1: Strategy Workforce Planning Kickoff: August 21, 2007 Development of Plan: September 10-11, 2007 Step 2: Data Collection Environmental Scan & SWOT Internal and External Data: November 6 & 7, 2007 Step : Data Analysis Supply & Demand & Gap Analysis & Presentation: January 15 & 16, 2008 Step 4: Implementation Determine strategies & teams: February 12-1, 2008 Follow on meetings: April 22-2, June 2-, 2008 Strategy Assessment Review strategy and operational plans for workforce implications Establish leadership commitment and resources, build teams, develop communication plan Develop work plans and timelines Environmental Scan Conduct an Environmental Scan Conduct a SWOT Analysis Supply/Demand Analysis Project workforce supply and demand Identify required competencies (knowledge, skills, abilities and Gap Analysis Use a Competency Assessment to compare current talent to future talent needs Identify staffing gaps and surpluses Identify competency gaps and surpluses Gap-Closing Strategies Competency Model Recruitment Selection Retention Performance Management Professional Development Succession Planning Step 5: Evaluation July 8-9, 2008 Review and Assessment Develop WFP objectives and performance measures Evaluate WFP process and results Step 1: Strategy Assessment Step 1: Strategy Strategy Assessment Review strategy and operational plans for workforce implications Establish leadership commitment and resources, build teams, develop communication plan Develop work plans and timelines Major initiatives undertaken by the department (DYS) Juvenile Detention Alternative Initiative (JDAI) Performance-based standards (PbS) Realigning the Continuum of Services Performance Based Contracting Prison Rape Elimination Act (PREA) Re-Entry
The Beginning Solidify support and commitment from the top The Commissioner and her leadership team identified workforce development as the #1 priority in the agency A skilled workforce is crucial to the success of the programs they are implementing Workforce Issues DYS Wanted to Address Professionalize the workforce Reduce turnover of frontline staff Improve morale Improve recruitment and selection tools Introduce fitness screenings and drug tests for new hires Improve communication throughout the regions Develop a more competitive salary structure DYS Workforce Planning Structure Executive Steering Team Executive Sponsors Workforce Planning Project Manager Workforce Planning Team (14 members) Managers - Union Representative Supervisors - Human Resources Group worker - Training Caseworker
DYS Workforce Planning Mission Statement To develop an organizational culture where employees at all levels are respected and valued, which is consistent with the way employees are expected to treat youth. To provide better outcomes for youth by recruiting, developing, retaining and supporting a professional workforce. Goals Create a competency model to address recruitment, selection, performance management and professional development consistent with reform values and principles, and construct a plan for moving the existing workforce to that competency model. Promote a safer work environment. Use data to improve our understanding of the workforce that allows for better planning. Goals Provide initial focus on the job classification series of the Youth Services Group Worker and the Youth Services Caseworker to professionalize the work, improve effectiveness and reduce turnover which can be replicated for all classifications. Develop a comprehensive workforce plan that is integrated with DYS goals and supports successful implementation of reforms that can be replicated throughout DYS.
Step 2: Data Collection Step 2: Data Collection Environmental Scan Conduct an Environmental Scan Conduct a SWOT Analysis Supply/Demand Analysis Project workforce supply and demand Identify required competencies (knowledge, skills, abilities and behaviors) Environmental Scan Internal External Supply and Demand Analysis Identify staffing issues Identify competencies SWOT Analysis Internal Data - General Demographic Data on the Workforce Turnover Data Length of Time to Fill Vacancies Exit Interview/Survey Data Employee Attitude Survey Data Internal Leadership Stability Labor Relations Climate Budget Internal Data - DYS Conducted Exit Survey Conducted Manager Survey about former employees Conducted Employee Attitude Survey Created a Dashboard Key Workforce Data Elements Demographics by Region Turnover By Region and Demographic Group Overtime, Accidents, etc. Identified Competencies for Group Worker I, Group Worker II & III, and Youth Services Caseworker
Internal Data (Cont.) Exit Survey Key Findings (Small Sample) Percentage of employees who took another job Percentage employed in a related field (corrections, law enforcement, or social services) Percentage of the respondents who were satisfied/dissatisfied with Benefits Quality of Training Communications with Supervisor Recognition of Achievement Organizational Support Salary Communication with Coworkers Percentage of respondents who would recommend DYS as a potential employer to a friend. Internal Data (Cont.) Manager Survey of Former Employees Survey Results Completed by managers from all five regions Covered Group Workers who left DYS during the past year and Caseworkers who left during the past years 150 responses received 65% were GW Is 9% GW IIs 8% GW IIIs 8% Caseworkers Responses by Region 25% from Central 0% from Metro 2% from Northeast (Restructured Region) 7% from Southeast 7% from Western (Low Turnover) Internal Data (Cont.) Manager Survey of Former Employees Key Points Percentage of the employees who left who would be rehired Percentage of those who left for the following: Salary Safety Issues Job Fit Terminations Detailed data about where the former employees went Percentage of employees who remained in the field Educational data about former employees
Internal Dashboard Regional Data Comparisons - FY07 Data Central Metro Northeast Southeast Western DYS Percent of Direct Care Workforce Turnover Rate: GW I Turnover Rate: GW II Turnover Rate: GW III Turnover Rate: Caseworker GW I's under 5 years Caseworker under 5 years GW I Discharge Rate* Industrial Accidents per Direct Care Worker Overtime per Direct Care Worker *The discharge rate is the number of Group Worker I's who were discharged divided by the number of Group Worker I's who left DYS. Internal Data (Cont.) Data Key Findings (FY07) Turnover by classification and by region Percentage of employees who left during their first year (and subsequent intervals) Percentage of employees in various years of service categories Age breakdown of workforce Percentage of former employees who quit, retired or were discharged The relative proportion of staff to client population by region Internal Data (Cont.) FY07 MA DYS Terminations for Direct Care Positions by Region Total Central Metro Southeast Western Northeast Job Title # Staff % of Total Terminations % of % of % of % of % of Terminationationationationations Termin- Termin- Termin- Termin- # Staff Total in # Staff Total in # Staff Total in # Staff Total in # Staff Total in Reg Reg Reg Reg Reg GW I GW II GW III Caseworker Totals
Internal Data (Cont.) FY 2006 Demographic Comparison by Region: Ethnicity of Client Population and Direct Care Workers Ethnicity Asian/Pacific Islander African American Hispanic White Other Total Central Metro Northeast Southeast Western Client DYS Client DYS Client DYS Client DYS Client DYS Pop Employ Pop Employ Pop Employ Pop Employ Pop Employ Total Client DYS Pop Employ FY 2006 Demographic Comparison by Region: Ethnicity of Client Population and Direct Care Workers (percent) Ethnicity Asian/Pacific Islander African American Hispanic White Other Central Metro Northeast Client DYS Client DYS Client DYS Pop Employ Pop Employ Pop Employ Southeast Western Total Client DYS Client DYS Client DYS Pop Employ Pop Employ Pop Employ External Data - General Cost of Living by Region Housing Prices by Region Population Data and Trends Unemployment Rates by Region Colleges and College Grads by Region Salary Comparisons Transportation and Commute-time Data Political Climate External Data (Cont.) External Data Comparisons by Region CENTRAL METRO SOUTHEAST NORTHEAST WESTERN Cost of Living Index (mean) 12 176 146 161 115 Median Home Price $21,94 $451,028 $21,804 $95,289 $184,750 Median Income $55,015 $45,67 $58,426 $66,260 $45,209 Population (2006 Census Est.) 784,992 687,610 1,918,571 2,202,974 817,291 Under 18 population (2006 est.) 190,75 19,585 429,857 505,99 180,106 Under 5 population (2006 est.) 50,29 47,445 89,511 141,76 4,654 State and community colleges offering program 4 4 7 7 % population <25 w/bachelors degree or above (mean) 26.9% 2.5% 1.1% 7.5% 28.4% Mean commute time 26 min 29 min. 28 min. 27 min. 22 min. Unemployment Rate (mean) 4.9% 4.7% 4.% 4.0% 4.%
External Data (Cont.) External Data Comparisons by Region CENTRAL METRO SOUTHEAST NORTHEAST WESTERN $,096-$45,057 $,096-$45,057 $,096-$45,057 $,096-$45,057 $,096-$45,057 Caseworker II Salary (DYS) Comp. salary other MA state position (mean) $42,156-$57,824 41,756- $57,1 $41,889- $56,879 $42,17-$57,466 $41,847-$56,896 Group Worker I Salary (DYS) $28,678-$7,196 $28,678-$7,196 $28,678-$7,196 $28,678-$7,196 $28,678-$7,196 Comp. salary other MA state position (mean) $27,522-$6,404 $28,818-$8,986 $29,291-$6,901 $0,926-$9,824 $29,09-6,785 Group Worker II Salary (DYS) $0,19-$40,620 $0,19-$40,620 $0,19-$40,620 $0,19-40,620 $0,19-40,620 Comp. salary other MA state position $29,211-$9,960 $0,255-$4,244 $1,57-$9,81 $0,926-$40,92 $1,52-$40,169 (mean) Group Worker III Salary (DYS) $4,579-$47,114 $4,579-$47,114 $4,579-$47,114 $4,579-$47,114 $4,579-$47,114 Comp. salary other MA state position (mean) $6,25-$55,108 $7,984- $51,75 $8,614-$52,97 $41,621-$52,196 $41,44-$5,22 NH Youth Counselor I, II, and III $25,875-$,758 $28,854-$8,272 $1,25-$41,57 CT Youth Services Officer $4,507-$54,907 CT Youth Services Asst. Unit Leader/Leader $47,950-$60,124 $56,895-$72,48 ME Juvenile Program Worker $27,082-$5,256 ME Juvenile Program Specialist $29,245-$8,14 MI Youth Specialist 7,8,9, &10 $1,865-$42,280 NY Juvenile Counselor $7,189-$46,820 VT Woodside Youth Center Worker A&B $24,22-$7,102 $26,582-$40,997 VT Woodside Youth Counselor $0,971-$47,861 External Data (Cont.) Key Findings Metro Region has the highest cost of living and housing costs, but a low median income Northeast has a high cost of living and housing costs, and the highest median income and lowest unemployment rate. Educational opportunities and a college-educated workforce are available in every region Caseworker and Group Worker compensation appears to be below similar positions in MA and other states. Supply and Demand Analysis Step 2: Data Collection Environmental Scan Conduct an Environmental Scan Conduct a SWOT Analysis Supply/Demand Analysis Project workforce supply and demand Identify required competencies (knowledge, skills, abilities and behaviors)
Supply Analysis Supply analysis is conducted to assess current and projected future staffing levels within a given job classification. In order to project future availability it is necessary to forecast the attrition level for the classification. Attrition Forecast Model Sources of Outflows Sources of Inflows = Current Staffing Levels Employees Out Retirements Resignations Promotions Terminations Demotions Layoffs Deaths Employees In Promotions Transfers New Hires Recalls = Internal Supply of Labor Current Staffing - Projected + Projected = Internal Level Outflows Inflows Supply (IPMA, 2002) Inflow Forecast Sources of inflow: Transfers Promotions New hires Recalls from downsizing
Inflow Forecast Projecting future availability for a given job classification is dependent upon an analysis of both Projected Outflow and Projected Inflow. Inflow projections can be made by analyzing trends over the past few years. Total Projected Inflow The Total Projected Inflow represents the total number of employees expected to enter the job classification within the time period for which the workforce planning is being conducted. This number will be used in the equation below in determining the Internal Supply of labor. Current Staffing Level - Projected Outflow + Projected Inflow = Internal Supply Demand Analysis Organizational policy changes Mandated regulatory changes Anticipated changes in products or services Planned growth/expansion Factors such as these should have been identified during the Strategy and Environmental Scanning phases of the workforce planning process.
Step : Gap Analysis Step : Data Analysis Gap Analysis Use a Competency Assessment to compare current talent to future talent needs Identify staffing gaps and surpluses Identify competency gaps and surpluses Key gaps identified Staffing Gaps (Supply/Demand Analysis) Competency Gaps Other major issues SWOT Analysis Workload Changes Workload Change Factors Organizational Policy Changes Mandated Regulatory Changes Anticipated Changes in Products or Services Planned Growth/Expansion TOTALS Staffing Increase Staffing Decrease The goal is to project the overall net change in staffing level and the effective date. Staffing Gaps Gap Analysis: Staffing Assessment Classification: Group Worker I Projected Date: January 1, 2009 Projected Required Staffing Level (From Demand Analysis) Current staffing level in the target job classification (Date: ) Current Vacancies (+) / Overage (-) in target job classification - + 29 And And Increase / Decrease from Projected Workload Changes - + 0 Required Staffing Level = 242
Staffing Gaps (cont.) Projected Internal Supply (From Supply Analysis) Projected Date: January 1, 2009 Current staffing level in the target job classification (Date: ) 29 Projected Attrition - 98 Internal Supply = 141 Required Staffing Level Projected Internal Supply = GAP 101 Competency Requirements In addition to projecting the number of available employees within the classification and future staffing requirements, it is also necessary to identify required competencies. Competencies The knowledge, skills, behaviors, personal attributes, or other characteristics associated with or predictive of superior job performance.
Action Oriented Adaptability Applied Learning Building Trust Communication Conflict Management Customer/Client Focus Decision Making/Problem Solving Initiative Safety Awareness Stress Tolerance Teamwork Competencies for Group Worker I Competency Questions What competencies are currently required by employees in this job classification? What competencies will be required in the future by employees in this job classification? What competencies are currently possessed by employees in this job classification? Competency Gap Example Competency Competency Definition Currently Possessed Currently Required Required in Future Problem Solving and Decision- Making Breaks down problems into components and recognizes interrelationships; makes sound, well-informed, and objective decisions. 1 2 Adaptability Adapts well to changes in assignments and priorities; adapts behavior or work methods in response to new information, changing conditions, or unexpected obstacles; approaches change positively and adjusts behaviors accordingly. 2 2 2
Competency Gaps Group Worker I Competency Required in Future (Demand Analysis) Currently Possessed (Supply Analysis) Gap Action Oriented Adaptability Applied Learning Building Trust Communication Conflict Management Customer/Client Focus Decision Making/Problem Solving Initiative Safety Awareness Stress Tolerance Teamwork Competency Gaps Group Worker I Competencies for Group Worker I Recruitment and Selection(1) Performance Management Professional Development Action Oriented X Optional Adaptability X Required Applied Learning X Optional Building Trust Optional Communication X Required Conflict Management X Required Customer/Client Focus X Optional Decision Making/Problem Solving Required Initiative X Required Safety Awareness Optional Stress Tolerance X Optional Teamwork Optional (1) Behavioral interview questions will be asked in the seven competency areas denoted with an "x". The Communications competency will be scored based on answers to the other questions. SWOT Analysis Strengths, Weaknesses, Opportunities, and Threats. Build on the Strengths and Opportunities to drive the Workforce Plan Identify ways to overcome the Weaknesses and Threats than can impede progress toward successful implementation of the Workforce Plan
Step 4: Implementation Step 4: Implementation Gap-Closing Strategies Competency Model Recruitment Selection Retention Performance Management Professional Development Succession Planning Implementation brings the Workforce Plan to Life. The Gap-Closing Strategies step identifies various approaches that can be taken to close the workforce gap. Gap-Closing Strategies Reengineering Recruitment Selection Retention Performance Management Training & Development Succession Planning Gap-Closing Strategies Underway at DYS An Aggressive Recruitment Plan A New Selection Process A Competency-Based Monthly Supervision process to strengthen the Performance Management Process Retention Strategies
Aggressive Recruitment Plan Regional Recruitment Plans Recruitment Brochure Contacts with Local Colleges and Community Colleges New Selection Process Competency Based Behavioral Interview Format Pre-Employment Physical, Psychological and Substance-Abuse Screening Written Exercise Ready-to-Hire Pool for Group Worker I Interview Training Monthly Supervision Process Competency Driven Core Duties Identified Monthly Meetings Reinforce Annual Performance Appraisal Process Training/Orientation is Critical
Retention Strategies Using Competency Model for Supervisors New-Supervisor Training Rewards/Recognition Exit Survey and Employee Survey Results Professionalize the Jobs Increased Entrance Requirements/Increased Pay Step 5: Evaluation Step 5: Evaluation Review and Assessment Develop WFP objectives and performance measures Evaluate WFP process and results Did we accomplish what we said we were going to with the amount of resources (time, money and people) we said we were going to use to do workforce planning? Evaluation Steps Gauge the effectiveness of implementing workforce planning, strategies and actions Identify WFP results Summarize your accomplishments Identify lessons learned Make adjustments to assumptions, strategies and action plans going forward
Lesson Learned Exercise What did we do right? What mattered the most on this project? What surprised us on the project that wasn t in our plan? What did we anticipate happening that didn t? Where could we improve? What mistakes did we successfully avoid making? What did we learn by doing workforce planning? Lessons Learned Staying focused and having regular meetings Commitment of Commissioner and Executive Team Bottom up approach Importance of data Better communication Didn t base our work on perceptions Organizational agenda versus individual agenda Discussion